particular child, has in more than one instance influenced his whole after life.
Lessons of unselfishness, of thoughtfulness, of cleanliness, of patriotism, of obedience—of all the characteristics which we wish to cultivate in the children—may be impressed by means of stories. This field of story-telling should begin in the home, but it may well extend on into the school room.
A love of nature and of outdoor life may be strengthened by stories of birds and animals, of trees and of plant life, thus leading naturally to essays and poems upon the same subjects for later reading.
The funny story has its legitimate place in the school room, although there are teachers who would as soon think of introducing a bit of fun into a church service as into a school session. But fun is a wonderful lubricant, and there are times when a funny story will oil up the pedagogical machinery as nothing else could.
In the more advanced grades stories may be used to awaken an interest in history, both local and general, ancient and modern. Nothing better can be devised for making the dry bones of names and dates take on life, than
